APA Undergraduate Learning Goals and Outcomes
Goal 1: Knowledge Base of Psychology
Demonstrate familiarity with the major concepts, theoretical perspectives, empirical
findings, and historical trends in psychology.
1.1 Characterize the nature of psychology as a discipline.
1.2 Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology (e.g., theory and research, history of psychology,
relevant levels of analysis, overarching themes, and relevant ethical issues).
1.3 Use the concepts, language, and major theories of the discipline to account for
psychological phenomena.
1.4 Explain major perspectives of psychology (e.g., behavioral, biological, cognitive,
evolutionary, humanistic, psychodynamic, and sociocultural).
Huffman Learning Objectives Psychology in Action (9e)
* Optional Chapters 17 and 18
Ch. 1 1.1-1.5
Ch. 2 2.1-2.21
Ch. 3 3.1-3.2, 3.5-3-18
Ch. 4 4.1-4.27
Ch. 5 5.1-5.2, 5.3-5.10, 5-12-5.16
Ch. 6 6.1-6.15, 6.17-6.19
Ch. 7 7.1-7.8, 7.10-7.13
Ch. 8 8.1-8.7, 8.9-8.20
Ch. 9 9.1-9.3, 9.5-9.15
Ch. 10 10.1-10.6, 10.8-10.12, 10.14
Ch. 11 11.1-11.6, 11.8-11.14
Ch. 12 12.1-12.3, 12.5-12.13
Ch. 13 13.1-13.2, 13.4-13.16
Ch. 14 14.2, 14.4-14.8, 14.10, 14.13-14.15, 14.17-14.19
Ch. 15 15.1-15.19, 15.24-15.25
Ch. 16 16.1-16.2, 16.4-16.8, 16.11-16.20
*Ch. 17 17.1-17.11, 17.13-17.19
*Ch. 18 18.1-18.3, 18.5-18.8, 18.10-18.13
Knowledge base also emphasized in Student Study and Review Guide, Instructor’s
Resource Guide, WileyPlus, Wiley web site assets www.wiley.com/college/huffman, etc.
APA Undergraduate Learning Goals and Outcomes
Goal 2: Research Methods in Psychology
Understand and apply basic research methods in psychology, including research design,
data analysis, and interpretation.
2.1 Describe the basic characteristics of the science of psychology.
2.2 Explain different research methods used by psychologists.
a. Describe how various research designs address different types of questions and
hypotheses.
b. Articulate strengths and limitations of various research designs, including
distinguishing between qualitative and quantitative methods.
c. Distinguish the nature of designs that permit causal inferences from those that do not.
d. Describe how the values system of the researcher can influence research design and
decisions.
2.3 Evaluate the appropriateness of conclusions derived from psychological research.
a. Interpret basic statistical results.
b. Distinguish between statistical significance and practical significance.
c. Describe effect size and confidence intervals.
d. Evaluate the validity of conclusions presented in research reports.
2.4 Design and conduct basic studies to address psychological questions using appropriate
research methods.
a. Locate and use relevant databases, research, and theory to plan, conduct, and interpret
results of research studies.
b. Formulate testable research hypotheses, based on operational definitions of variables.
c. Use reliable and valid measures of variables of interest.
d. Select and apply appropriate methods to maximize internal and external validity and
reduce the plausibility of alternative explanations.
e. Collect, analyze, interpret, and report data using appropriate statistical strategies to
address different types of research questions and hypotheses.
f. Recognize that the theoretical and sociocultural contexts as well as personal biases may
shape research questions, design, data collection, analysis, and interpretation.
2.5 Follow the APA Code of Ethics in the treatment of human and nonhuman participants in
the design, data collection, interpretation, and reporting of psychological research.
2.6 Generalize research conclusions appropriately based on the parameters of particular
research methods.
a. Exercise caution in predicting behavior based on limitations of single studies.
b. Recognize the limitations of applying normative conclusions to individuals.
c. Acknowledge that research results may have unanticipated societal consequences.
d. Recognize that individual differences and sociocultural contexts may influence the
applicability of research findings
Huffman Learning Objectives Psychology in Action (9e)
* Optional Chapters 17 and 18
Ch. 1 1.6-1.15 (Research Highlight: Love at First Fright, Case Study: A Life Without
Fear, and Psychology at Work: Becoming a Better Consumer of Scientific Research)
Ch. 2 2.14, 2.18 (Case Study: Phineas Gage)
Ch. 3 3.3, 3.12 (Research Highlight: Hurricane Katrina and Local College Students,
and Does Stress Cause Gastric Ulcers?)
Ch. 4 4.7, 4.16, 4.27 (Case Study: Helen Keller’s Triumph and Advice, Research
Highlight: Perfect (Yet Imperfect) Pitch, and Is There Scientific Evidence for ESP?)
Ch. 5
5.12 (Research Highlight: Addictive Drugs as the Brain’s “Evil Tutor”)
Ch. 6
6. 16 (Research Highlight: “The Theory Heard Round the World")
Ch. 7
7.12-7.13 (Research Highlight: Memory and the Criminal Justice System)
Ch. 8
8.20 (Research Highlight: Explaining Differences in IQ)
Ch. 9
9.4 (Gender & Cultural Diversity: Cultural Guidelines for Developmental
Research)
Ch. 10 (Research Highlight: Children Who Survive Despite the Odds)
Ch. 11 11.4, 11.6, 11.10 (Gender & Cultural Diversity: A Cross-Cultural Look at Sexual
Behaviors, The Study of Human Sexuality, Research Highlight: Video Games, Gender,
and Spatial Skills, Is Cybersex Harmful? Case Study: The Tragic Tale of "John/Joan,"
and Sexual Orientation)
Ch. 12 12.2, 12.4, 12.14 (Research Highlight: Sensation Seeking, Fuel for Thought, and
Case Study: The Emotional Intelligence of Abraham Lincoln)
Ch. 13 13.4 (Research Highlight: Do Nonhuman Animals Have Personality?)
Ch. 14 14.11 (Research Highlight: Suicide and Its Prevention)
Ch. 15 15.21 (Research Highlight: Mental Health and the Family-- PTSD)
Ch. 16 (Research Highlight: Understanding Implicit Biases)
Appendix A Statistics and Psychology
Research methods also emphasized in Student Study and Review Guide, Instructor’s
Resource Guide, WileyPlus, Wiley web site assets www.wiley.com/college/huffman, etc.
APA Undergraduate Learning Goals and Outcomes
Goal 3: Critical Thinking Skills in Psychology
Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the
scientific approach to solve problems related to behavior and mental processes.
3.1 Use critical thinking effectively.
3.2 Engage in creative thinking.
3.3 Use reasoning to recognize, develop, defend, and criticize arguments and other persuasive
appeals.
3.4 Approach problems effectively.
Huffman Learning Objectives Psychology in Action (9e)
* Optional Chapters 17 and 18
Ch. 1 1.1 (Critical Thinking/Active Learning: Applying Critical Thinking to
Psychological Science)
Ch. 2 2.19 (Critical Thinking/Active Learning: Biology and Critical Thinking, and
Psychology at Work: Overcoming Genetic Misconceptions)
Ch. 3 3.18 (Critical Thinking/Active Learning: Reducing Stress Through Critical
Thinking)
Ch. 4 4.26-4.27 (Critical Thinking/Active Learning: Problems with Believing in ESP,
Research Highlight: Is There Scientific Evidence for ESP?)
Ch. 5 5.7 (Critical Thinking/Active Learning: Interpreting Your Dreams)
Ch. 6 (Critical Thinking/Active Learning: Positive Psychology, Learning, and College
Success)
Ch. 7 (Critical Thinking/Active Learning: Memory and Metacognition)
Ch. 8 (Critical Thinking/Active Learning: Solving Problems in College Life)
Ch. 9 (Critical Thinking/Active Learning: The Development of "Suicide Bombers")
Ch. 10 (Critical Thinking/Active Learning: Morality and Academic Cheating)
Ch. 11 11.4, 11.10 (Critical Thinking/Active Learning: Gender Differences and Critical
Thinking, Sexual Orientation, and Rape Myths and Rape Prevention)
Ch. 12 12.6, 12.11-12.14 (Critical Thinking/Active Learning: Obesity—Weighing the
Evidence, and Critical Thinking About Motivation and Emotion)
Ch. 13 13.17 (Critical Thinking/Active Learning: Why Are Pseudo-Personality Tests So
Popular?)
Ch. 14 14.1, 14.12 (Myths About Mental Illness, and Critical Thinking/Active Learning:
How Your Thoughts Can Make You Depressed)
Ch. 15 15.1 (Myths About Therapy, and Critical Thinking/Active Learning: Hunting for
Good Therapy Films)
Ch. 16 16.19-16.20 (Critical Thinking/Active Learning: When and Why Do You Help?)
*Ch. 17 17.14 (Critical Thinking/Active Learning: Power Versus Influence?)
*Ch. 18 18.13 (Critical Thinking/Active Learning: Are You Assertive?)
Critical thinking also emphasized in Student Study and Review Guide, Instructor’s
Resource Guide, WileyPlus, Wiley web site assets www.wiley.com/college/huffman, etc.
APA Undergraduate Learning Goals and Outcomes
Goal 4: Application of Psychology
Understand and apply psychological principles to personal, social, and organizational
issues.
4.1 Describe major applied areas of psychology (e.g., clinical, counseling,
industrial/organizational, school, health, forensics, media, military, etc.).
4.2 Identify appropriate applications of psychology in solving problems (e.g., healthy
lifestyles, origins and treatment of abnormal behavior, etc.).
4.3 Articulate how psychological principles can be used to explain social issues and inform
public policy.
4.4 Apply psychological concepts, theories, and research findings as these relate to everyday
life.
4.5 Recognize that ethically complex situations can develop in the application of
psychological principles.
Huffman Learning Objectives Psychology in Action (9e)
* Optional Chapters 17 and 18
Ch. 1 1.3, 1.17 (Psychology at Work: Careers in the Field, Becoming a Better Consumer
of Scientific Research, and Tools for Student Success)
Ch. 2 2.3, 2.16, 2.19 (Psychology at Work: How Neurotransmitters and Hormones
Affect Us, Working with Traumatic Brain Injuries (TBI), and Overcoming Genetic
Misconceptions)
Ch. 3 3.4, 3.6., 3.8, 3.9-3.18 (Can Job Stress be Fatal?, Psychology at Work: Is My Job
Too Stressful?, Would You Like to be a Health Psychologist?, Why You Shouldn’t
Procrastinate, Coping with Technostress, and Critical Thinking: Reducing Stress
Through Critical Thinking)
Ch. 4 4.4, 4. 26-4.27 (Psychology at Work: Do Subliminal Messages Improve Sales?,
Critical Thinking/Active Learning: Problems with Believing in ESP, Research
Highlight: Is There Scientific Evidence for ESP?)
Ch. 5 5.4, 5.9, 5.12, 5.14-5.16 (Psychology at Work: Dangers of Sleeping on the Job, SelfHelp for Sleep Problems, Addictive Drugs, Club Drug Alert, and Healthier Ways to Alter
Consciousness,)
Ch. 6 6.6, 6.9-6.12, 6.16, 6.20-6.22 (Psychology at Work: Why Can’t We Get Anything
Done Around Here?, Classical Conditioning, Operant Conditioning, Cognitive-Social
Learning, Research Highlight: “The Theory Heard Round the World,” and Critical
Thinking/Active Learning: Using Learning Principles to Succeed in College)
Ch. 7 7.5, 7.8-7.9, 7.12-7.15 (Psychology at Work: Improving Long-Term Memory
(LTM), Key Factors in Forgetting, Research Highlight: Memory and the Criminal
Justice System, Using Psychology to Improve Our Memory, Critical Thinking/Active
Learning: Memory and Metacognition)
Ch. 8 8.4-8.5, 8.8 (Psychology at Work: Heuristics and Your Career, Recognizing
Barriers to Problem-Solving, Multiple Intelligences and Your Career, Critical
Thinking/Active Learning: Solving Problems in College Life, Creativity, Gender &
Cultural Diversity: Unspoken Accents,
Ch. 9 9.14-9.15 (Attachment, Parenting Styles, Critical Thinking/Active Learning: The
Development of “Suicide Bombers”)
Ch. 10 10.8-10.9, 10.12-10.14 (Critical Thinking/Active Learning: Morality and Academic
Cheating, Meeting the Challenges of Adulthood, Psychology at Work: Are Your Marital
Expectations Unrealistic? Positive Careers and Rewarding Retirements, Research
Highlight: Children Who Survive Despite the Odds, Grief and Death)
Ch. 11 11.4, 11.5, 11.8, 11.11-11.14 (Case Study: Tragic Tale of “John/Joan,” Research
Highlight: Video Games, Gender, and Spatial Skills, Gender Differences, Androgyny,
Sexual Response Cycle, Is Cybersex Harmful?, Sexual Orientation, Sexual Problems,
Sexually Transmitted Infections, Rape Myths and Rape Prevention)
Ch. 12 12.3-12.7, 12.11-12.14 [Research Highlight: Sensation Seeking, Psychology at
Work: Overcoming Test Anxiety, Eating Disorders, Fuel for Thought, Achievement
Motivation, Intrinsic Versus Extrinsic Motivation, Polygraph Testing, and Emotional
Intelligence (EI)]
Ch. 13 13.3, 13.9, 13.11 (Personality-Job-Fit Theory, Applying Humanistic and SocialCognitive Theories)
Ch. 14 14.1, 14.11-14.12 (Myths About Mental Illness, Suicide and its Prevention, How
Your Thoughts Can Make You Depressed, and Psychology at Work: Testing Your
Knowledge of Abnormal Behavior)
Ch. 15 15.1, 15.20, 15.21, 15.25, 15.26 (Myths about Therapy, Psychology at Work:
Careers in Mental Health, Research Highlight: Mental Health and the Family-PTSD,
How to Find a Good Therapist, and Psychology at Work: Nonprofessional Therapy—
Talking to the Depressed)
Ch. 16 16.5-16.8, 16.10-16.11, 16.16-16.22 (Cognitive Dissonance and Attitude Change,
Prejudice and Discrimination, Psychology at Work: The Art and Science of Flirting,
Romantic Versus Companionate Love, Conformity and Obedience, Aggression and
Altruism)
*Ch. 17 17.1-17.7, 17.15-17-19 ( Employee Recruitment, Selection, Training, and
Evaluation, Job Performance, Worker Motivation, Job Satisfaction, Personality-Job-Fit
Theory, and Psychology at Work: Job Satisfaction and Psychotherapy)
*Ch. 18 18.1-18.13 (Communication, Persuasion, Conflict, Male/Female Differences in
Communication, Psychology at Work: Improving Communication, Five Approaches to
Conflict Resolution, and What Happens to Business When Cultures Clash?)
Applications also emphasized in Student Study and Review Guide, Instructor’s Resource
Guide, WileyPlus, Wiley web site assets www.wiley.com/college/huffman, etc.
APA Undergraduate Learning Goals and Outcomes
Goal 5: Values in Psychology
Weigh evidence, tolerate ambiguity, act ethically, and reflect other values that are the
underpinnings of psychology as a discipline.
5.1 Recognize the necessity for ethical behavior in all aspects of the science and practice of
psychology.
5.2 Demonstrate reasonable skepticism and intellectual curiosity by asking questions about
causes of behavior.
5.3 Seek and evaluate scientific evidence for psychological claims.
5.4 Tolerate ambiguity and realize that psychological explanations are often complex and
tentative.
5.5 Recognize and respect human diversity.
5.6 Assess and justify their engagement with respect to civic, social, and global
responsibilities.
5.7 Understand the limitations of their psychological knowledge and skills.
Huffman Learning Objectives Psychology in Action (9e)
* Optional Chapters 17 and 18
Ch. 1 1.6-1.16 (Research Highlight: Love at First Fright, Case Study: A Life Without
Fear, Psychology at Work: Becoming a Better Consumer of Scientific Research, and
Gender & Cultural Diversity: Are There Cultural Universals?)
Ch. 2 2.14, 2.18, 2.21 (Case Study: Phineas Gage and Gender & Cultural Diversity: The
Evolution of Sex Differences)
Ch. 3 3.3-3.4, 3.12 (Research Highlight: Hurricane Katrina and Local College Students,
and Does Stress Cause Gastric Ulcers?, and Gender & Cultural Diversity: “Karoshi”—
Can Job Stress be Fatal?)
Ch. 4 4.7, 4.16, 4.22 4.27 (Case Study: Helen Keller’s Triumph and Advice, Research
Highlight: Perfect (Yet Imperfect) Pitch, Gender & Cultural Diversity: Are the Gestalt
Laws Universally True?, and Is There Scientific Evidence for ESP?)
Ch. 5
5.8, 5.12 (Gender & Cultural Diversity: Dream Variations and Similarities,
Research Highlight: Addictive Drugs as the Brain’s “Evil Tutor”)
Ch. 6
6. 16-6.17 (Research Highlight: “The Theory Heard Round the World," and
Gender & Cultural Diversity: Scaffolding as a Teaching Technique in Different Cultures)
Ch. 7
7.9, 7.12-7.13 (Gender & Cultural Diversity: Cultural Differences in Memory and
Forgetting, and Research Highlight: Memory and the Criminal Justice System)
Ch. 8
8.13, 8.20-8.21 (Gender & Cultural Diversity: Unspoken Accents, Are IQ Tests
Culturally Biased?, and Research Highlight: Explaining Differences in IQ)
Ch. 9
9.4 (Gender & Cultural Diversity: Cultural Guidelines for Developmental
Research)
Ch. 10 10.7, 10.13 (Gender & Cultural Diversity: Cultural Influences on Development,
Cultural Differences in Ageism, and Research Highlight: Children Who Survive Despite
the Odds)
Ch. 11 11.1-11.5, 11.6-11.7, 11.9-11.10 (Gender & Cultural Diversity: A Cross-Cultural
Look at Sexual Behaviors, The Study of Human Sexuality, Research Highlight: Video
Games, Gender, and Spatial Skills, Is Cybersex Harmful? Case Study: The Tragic Tale
of "John/Joan," and Sexual Orientation)
Ch. 12 12.2, 12.4, 12.14-12.15 (Research Highlight: Sensation Seeking, Fuel for Thought,
Case Study: The Emotional Intelligence of Abraham Lincoln, and Gender & Cultural
Diversity: Culture, Evolution, and Emotion)
Ch. 13 13.4 (Research Highlight: Do Nonhuman Animals Have Personality?)
Ch. 14 14.3, 14.9, 14.11, 14.16 (Gender & Cultural Diversity: Avoiding Ethnocentrism,
How Gender and Culture Affect Depression, Schizophrenia Around the World, and
Research Highlight: Suicide and Its Prevention)
Ch. 15 15.21-15.23 (Research Highlight: Mental Health and the Family—PTSD, and
Gender & Cultural Diversity: Similarities and Differences)
Ch. 16 16.3, 16.5, 16.9 (Gender & Cultural Diversity: Is Beauty in the Eye of the
Beholder?, and Research Highlight: Understanding Implicit Biases)
Appendix A Statistics and Psychology
*Ch. 17 17.6, 17.12 (Gender & Cultural Diversity: Male/Female Differences in
Leadership)
*Ch. 18 18.4, 18.9 (Gender & Cultural Diversity: Male/Female Differences in
Communication, and Gender & Cultural Diversity: What Happens to Business When
Cultures Clash?)
Values also emphasized in Student Study and Review Guide, Instructor’s Resource
Guide, WileyPlus, Wiley web site assets www.wiley.com/college/huffman, etc.
Goal 6: Information and Technological Literacy
Demonstrate information competence and the ability to use computers and other
technology for many purposes.
6.1 Demonstrate information competence at each stage in the following process: formulate a
researchable topic that can be supported by database search strategies, locate and choose
relevant sources from appropriate media, use selected sources after evaluating their
suitability, and read and accurately summarize the general scientific literature of psychology.
6.2 Use appropriate software to produce understandable reports of the psychological literature
in APA or other appropriate style.
6.3 Use information and technology ethically and responsibly.
6.4 Demonstrate computer skills (e.g., basic word processing, search the Web for high-quality
information, and use proper computer etiquette).
Huffman Learning Objectives Psychology in Action (9e)
* Optional Chapters 17 and 18
Ch. 1 1.6-1.15 (Research Highlight: Love at First Fright, Case Study: A Life Without
Fear, and Psychology at Work: Becoming a Better Consumer of Scientific Research)
Ch. 2 2.14, 2.18 (Case Study: Phineas Gage)
Ch. 3 3.3, 3.12 (Research Highlight: Hurricane Katrina and Local College Students,
and Does Stress Cause Gastric Ulcers?, and Psychology at Work: Coping with
Technostress)
Ch. 4 4.7, 4.16, 4.27 (Case Study: Helen Keller’s Triumph and Advice, Research
Highlight: Perfect (Yet Imperfect) Pitch, and Is There Scientific Evidence for ESP?)
Ch. 5
5.12 (Research Highlight: Addictive Drugs as the Brain’s “Evil Tutor”)
Ch. 6
6. 16 (Research Highlight: “The Theory Heard Round the World")
Ch. 7
7.12-7.13 (Research Highlight: Memory and the Criminal Justice System)
Ch. 8
8.20 (Research Highlight: Explaining Differences in IQ)
Ch. 9
9.4 (Gender & Cultural Diversity: Cultural Guidelines for Developmental
Research)
Ch. 10 (Research Highlight: Children Who Survive Despite the Odds)
Ch. 11 11.4, 11.6, 11.10 (Gender & Cultural Diversity: A Cross-Cultural Look at Sexual
Behaviors, The Study of Human Sexuality, Research Highlight: Video Games, Gender,
and Spatial Skills, Is Cybersex Harmful? Case Study: The Tragic Tale of "John/Joan,"
and Sexual Orientation)
Ch. 12 12.2, 12.4, 12.14 (Research Highlight: Sensation Seeking, Fuel for Thought, and
Case Study: The Emotional Intelligence of Abraham Lincoln)
Ch. 13 13.4 (Research Highlight: Do Nonhuman Animals Have Personality?)
Ch. 14 14.11 (Research Highlight: Suicide and Its Prevention)
Ch. 15 15.21 (Research Highlight: Mental Health and the Family-- PTSD)
Ch. 16 (Research Highlight: Understanding Implicit Biases)
Appendix A Statistics and Psychology
Information and technological literacy also emphasized in Student Study and Review
Guide, Instructor’s Resource Guide, WileyPlus, Wiley web site assets
www.wiley.com/college/huffman, etc.
APA Undergraduate Learning Goals and Outcomes
Goal 7: Communication Skills
Communicate effectively in a variety of formats.
7.1 Demonstrate effective writing skills in various formats (e.g., essays, correspondence,
technical papers, note taking) and for various purposes (e.g., informing, defending,
explaining, persuading, arguing, teaching).
7.2 Demonstrate effective oral communication skills in various formats (e.g., group
discussion, debate, lecture) and for various purposes (e.g., informing, defending, explaining,
persuading, arguing, teaching).
7.3 Exhibit quantitative literacy.
7.4 Demonstrate effective interpersonal communication skills.
7.5 Exhibit the ability to collaborate effectively.
Huffman Learning Objectives Psychology in Action (9e)
* Optional Chapters 17 and 18
Ch. 8 8.9-8.14 (Language and Gender & Cultural Diversity: Unspoken Accents)
Ch. 15 15.26 (Psychology at Work: Nonprofessional Therapy—Talking to the
Depressed)
*Ch. 17 17.8-17.13 (Leadership and Power, Gender & Cultural Diversity: Male/Female
Differences in Leadership)
*Ch. 18 18/1-18.13 (Communication, Persuasion, Conflict, Gender & Cultural Diversity:
Male/Female Differences in Communication, Psychology at Work: Improving
Communication, Five Approaches to Conflict Resolution, Gender & Cultural Diversity:
What Happens to Business When Cultures Clash? Critical Thinking/Active Learning:
Are You Assertive?)
Communication skills also emphasized in Student Study and Review Guide, Instructor’s
Resource Guide, WileyPlus, Wiley web site assets www.wiley.com/college/huffman, etc.
APA Undergraduate Learning Goals and Outcomes
Goal 8. Sociocultural and International Awareness
Recognize, understand, and respect the complexity of sociocultural and international
diversity.
8.1 Interact effectively and sensitively with people from diverse backgrounds and cultural
perspectives.
8.2 Examine the sociocultural and international contexts that influence individual differences.
8.3 Explain how individual differences influence beliefs, values, and interactions with others
and vice versa.
8.4 Understand how privilege, power, and oppression may affect prejudice, discrimination,
and inequity.
8.5 Recognize prejudicial attitudes and discriminatory behaviors that might exist in
themselves and others.
8.6 Predict how interaction among diverse people can challenge conventional understanding
of psychological processes and behavior.
Huffman Learning Objectives Psychology in Action (9e)
* Optional Chapters 17 and 18
Ch. 1 1.16 (Gender & Cultural Diversity: Are There Cultural Universals?)
Ch. 2 2.21 (Gender & Cultural Diversity: The Evolution of Sex Differences)
Ch. 3 3.4 (Gender & Cultural Diversity: “Karoshi”—Can Job Stress be Fatal?)
Ch. 4 4.22 (Gender & Cultural Diversity: Are the Gestalt Laws Universally True?)
Ch. 5 5.8 (Gender & Cultural Diversity: Dream Variations and Similarities)
Ch. 6 6.16-6.17 (Research Highlight: “The Theory Heard Round the World,” and
Gender & Cultural Diversity: Scaffolding as a Teaching Technique in Different Cultures)
Ch. 7 7.9 (Gender & Cultural Diversity: Cultural Differences in Memory and
Forgetting)
Ch. 8 8.13, 8.21 (Gender & Cultural Diversity: Unspoken Accents, and Are IQ Tests
Culturally Biased?)
Ch. 9 9.4 (Gender & Cultural Diversity: Cultural Psychology's Guidelines for
Developmental Research)
Ch. 10 10.7, 10.13 (Gender & Cultural Diversity: Cultural Influences on Development,
and Cultural Differences in Ageism)
Ch. 11 11.1-11.5, 11.7, 11.9 (Gender & Cultural Diversity: A Cross-Cultural Look at Sexual
Behaviors and Are There Evolutionary Advantages to Female Nonmonogamy?)
Ch. 12 12.15 (Gender & Cultural Diversity: Culture, Evolution, and Emotion)
Ch. 14 14.3, 14.9, 14.16 (Gender & Cultural Diversity: Avoiding Ethnocentrism, How
Gender and Culture Affect Depression, and Schizophrenia Around the World)
Ch. 15 15.22-15.23 (Gender & Cultural Diversity: Similarities and Differences)
Ch. 16 16.3, 16.5, 16.9 (Gender & Cultural Diversity: Is Beauty in the Eye of the
Beholder?)
*Ch. 17 17.6, 17.12 (Gender & Cultural Diversity: Male/Female Differences in
Leadership)
*Ch. 18 18.4, 18.9 (Gender & Cultural Diversity: Male/Female Differences in
Communication, and Gender & Cultural Diversity: What Happens to Business When
Cultures Clash?)
Sociocultural and international awareness also emphasized in Student Study and Review
Guide, Instructor’s Resource Guide, WileyPlus, Wiley web site assets
www.wiley.com/college/huffman, etc.
APA Undergraduate Learning Goals and Outcomes
Goal 9: Personal Development
Develop insight into own and other’s behavior and mental processes and apply effective
strategies for self-management and self-improvement.
9.1 Reflect on their experiences and find meaning in them.
9.2 Apply psychological principles to promote personal development.
9.3 Enact self-management strategies that maximize healthy outcomes.
9.4 Display high standards of personal integrity with others.
9.5 Seek input from and experiences with diverse people to enhance the quality of solutions.
Huffman Learning Objectives Psychology in Action (9e)
* Optional Chapters 17 and 18
Ch. 1 1.12., 1.17 (Research Highlight: Love at First Fright, and Tools for Student
Success)
Ch. 2 2.3, 2.21 (Psychology at Work: How Neurotransmitters and Hormones Affect Us,
and Gender & Cultural Diversity: The Evolution of Sex Differences)
Ch. 3 3.1-3.2, 3.4-312, 3.14-3.18 (Can Job Stress be Fatal? Psychology at Work: Is My
Job Too Stressful?, Why You Shouldn’t Procrastinate, Coping with Technostress,
Resources for Healthy Living, and Critical Thinking: Reducing Stress Through Critical
Thinking)
Ch. 5
5.4, 5.9, 5.12, 5.14-5.16 (Psychology at Work: Dangers of Sleeping on the Job,
Self-Help for Sleep Problems, Addictive Drugs, Club Drug Alert, and Healthier Ways to
Alter Consciousness,)
Ch. 6 6.6, 6.9-6.12, 6.16, 6.20-6.22 (Psychology at Work: Why Can’t We Get Anything
Done Around Here?, Classical Conditioning, Operant Conditioning, Cognitive-Social
Learning, and Critical Thinking/Active Learning: Using Learning Principles to Succeed
in College)
Ch. 7 7.5, 7.8-7.9, 7.12-7.15 (Psychology at Work: Improving Long-Term Memory
(LTM), Key Factors in Forgetting, Using Psychology to Improve Our Memory, Critical
Thinking/Active Learning: Memory and Metacognition)
Ch. 8 8.4-8.5, 8.8 (Psychology at Work: Heuristics and Your Career, Recognizing
Barriers to Problem-Solving, Multiple Intelligences and Your Career, Critical
Thinking/Active Learning: Solving Problems in College Life, and Creativity
Ch. 9 9.14-9.15 (Attachment, Parenting Styles)
Ch. 10 10.8-10.9, 10.12-10.14 (Meeting the Challenges of Adulthood, Psychology at Work:
Are Your Marital Expectations Unrealistic? Positive Careers and Rewarding
Retirements, Research Highlight: Children Who Survive Despite the Odds, Grief and
Death)
Ch. 11 11.4, 11.5, 11.8, 11.11-11.14 (Gender Differences, Androgyny, Sexual Response
Cycle, Is Cybersex Harmful?, Sexual Orientation, Sexual Problems, Sexually Transmitted
Infections, Rape Myths and Rape Prevention)
Ch. 12 12.3-12.7, 12.11-12.14 [Psychology at Work: Overcoming Test Anxiety, Eating
Disorders, Fuel for Thought, Achievement Motivation, Intrinsic Versus Extrinsic
Motivation, Polygraph Testing, and Emotional Intelligence (EI)]
Ch. 13 13.3, 13.9, 13.11 (Personality-Job-Fit Theory, Applying Humanistic and SocialCognitive Theories)
Ch. 14 14.1, 14.11-14.12 (Myths About Mental Illness, Suicide and its Prevention, and
How Your Thoughts Can Make You Depressed)
Ch. 15 15.1, 15.20, 15.21, 15.25, 15.26 (Research Highlight: Mental Health and the
Family-PTSD, How to Find a Good Therapist, and Psychology at Work:
Nonprofessional Therapy—Talking to the Depressed)
Ch. 16 16.5-16.8, 16.10-16.11, 16.16-16.22 (Cognitive Dissonance and Attitude Change,
Prejudice and Discrimination, Psychology at Work: The Art and Science of Flirting,
Romantic Versus Companionate Love, Conformity and Obedience, Aggression and
Altruism)
*Ch. 17 17.1-17.7, 17.15-17-19 ( Employee Recruitment, Selection, Training, and
Evaluation, Job Performance, Worker Motivation, Job Satisfaction, Personality-Job-Fit
Theory, and Psychology at Work: Job Satisfaction and Psychotherapy)
*Ch. 18 18.1-18.13 (Communication, Persuasion, Conflict, Male/Female Differences in
Communication, Psychology at Work: Improving Communication, Five Approaches to
Conflict Resolution, and What Happens to Business When Cultures Clash?)
Personal development also emphasized in Student Study and Review Guide, Instructor’s
Resource Guide, WileyPlus, Wiley web site assets www.wiley.com/college/huffman, etc.
APA Undergraduate Learning Goals and Outcomes
Goal 10: Career Planning and Development
Develop realistic ideas about how to implement psychological knowledge, skills, and
values in occupational pursuits in a variety of settings.
10.1 Apply knowledge of psychology (e.g., decision strategies, life span processes,
psychological assessment, types of psychological careers) to formulating career choices.
10.2 Identify the types of academic experience and performance in psychology and the liberal
arts that will facilitate entry into the work force, post-baccalaureate education, or both.
10.3 Describe preferred career paths based on accurate self-assessment of abilities,
achievement, motivation, and work habits.
10.4 Identify and develop skills and experiences relevant to achieving selected career goals.
10.5 Articulate how changing societal needs can influence career opportunities and foster
flexibility about managing changing conditions.
10.6 Demonstrate an understanding of the importance of lifelong learning and personal
flexibility to sustain personal and professional development as the nature of work evolves.
Huffman Learning Objectives Psychology in Action (9e)
* Optional Chapters 17 and 18
Ch. 1 1.3 (Psychology at Work: Careers in the Field)
Ch. 2 2.16 [Psychology at Work: Working with Traumatic Brain Injuries (TBI)]
Ch. 3 3.4, 3.9, 3.13, 3.17-3.18 (Psychology at Work: Would You Like to be a Health
Psychologist, Is My Job Too Stressful?, Coping with Technostress, and Gender &
Cultural Diversity: “Karoshi”—Can Job Stress be Fatal?)
Ch. 4 4.4 (Do Subliminal Messages Improve Sales?)
Ch. 5 5.4 (Psychology at Work: The Dangers of Sleeping on the Job)
Ch. 6 6.12 (Psychology at Work: Why Can’t We Get Anything Done Around Here?)
Ch. 8 (Psychology at Work: Heuristics and Your Career, Recognizing Barriers to
Problem-Solving, Multiple Intelligences and Your Career)
Ch. 10 10.9 (Work and Retirement, Psychology at Work: Positive Careers and
Rewarding Retirements)
Ch. 12 12.7 (Achievement Motivation)
Ch. 13 13.3 (Personality-Job-Fit Theory)
Ch. 15 15.20 (Psychology at Work: Careers in Mental Health)
*Ch. 17 17.1, 17.5-17.7,17.15-17.19 (I/O Psychology, Employee Recruitment, Selection,
Training, and Evaluation, Job Performance, Worker Motivation, Job Satisfaction, and
Personality-Job-Fit)
*Ch. 18 18.9 (Gender & Cultural Diversity: What Happens to Business When Cultures
Clash?)
Career planning and development also emphasized in Student Study and Review Guide,
Instructor’s Resource Guide, WileyPlus, Wiley web site assets
www.wiley.com/college/huffman, etc.